A/HRC/RES/25/20 (b) Adopt inclusive education laws and policies that prohibit rejection from the general education system on the basis of disability and guarantee continuity in education on an equal basis; (c) Modify or abolish laws and policies that discriminate against or have the effect of excluding students from the general education system on the basis of disability; (d) Accommodate the different needs and ways of learning of all students and by taking a student-centred approach; (e) Ensure reasonable accommodation of the individual’s requirements, providing the support required, within the general education system, to facilitate their effective education, as well as provide effective individualized support measures in environments that maximize academic and societal development, consistent with the goal of full inclusion, including by allocating sustained and adequate financial resources; (f) Recognize, promote and facilitate the use of sign languages and other appropriate modes and means of communication for the individual that maximize academic and social development and participation, in accordance with article 24, paragraph 3 of the Convention on the Rights of Persons with Disabilities; (g) Adopt positive and other measures to include persons with disabilities in general tertiary education, vocational training, general adult education and continuing education programmes and funding opportunities, particularly for those who have been excluded from primary and secondary education, without discrimination and on an equal basis with others; 9. Encourages States and relevant institutions to provide ongoing professional training, teacher qualification programmes and capacity-building for education personnel on inclusive education, training for sign language teachers and interpreters, and teacher training for persons with disabilities; 10. Urges States to take measures to eliminate accessibility barriers to education, including those related to physical, linguistic, communication, sensory, technology, transportation and information access, including in remote, isolated or rural areas; 11. Encourages all relevant actors in the design of products, environments, programmes and services relating to education to pay due attention to universal design and to universal design for learning, which requires consideration of the needs of all members of society in order to avoid the need for any subsequent adaptation or specific design; 12. Urges States to consult closely with and actively involve persons with disabilities and their representative organizations in designing, implementing, evaluating and monitoring policies and programmes relating to educational matters; 13. Encourages States and invites other relevant stakeholders, including national monitoring mechanisms, to collect appropriate information, including disability-specific and gender-specific statistical and research data, to enable the formulation and implementation of inclusive education policies; 14. Also encourages States to develop measurable goals on inclusive quality education and to promote their monitoring through indicators, including disability-specific indicators; 15. Further encourages States to create or strengthen relevant monitoring or complaint mechanisms that, inter alia, promote, protect and monitor the implementation of the right to education for persons with disabilities; 16. Recognizes the importance of international cooperation and its promotion in support of national efforts to promote the rights of persons with disabilities, including the 4